2015 STUDENT Program Curriculum Template For step-by-step help in completing this document, please see the accompanying guide. BASIC PROGRAM INFORMATION Host Institution: STARTALK Central Program Title: Oh, the Places We Will Visit! Tourist and Traveler Grade(s) of Learners: Language(s): Urdu Grades 6–12 K-2, 3-5, 6-8, 9-12 Heritage Speakers? No Non-Heritage Speakers? Yes Program Setting: Residential: Non-Residential: x Distance/Online Component: Other (please specify): Duration: Weeks/Days: 15 Contact Hours: 60 days Target Proficiency Level: Target Per formance Level (s): Novice High/Intermediate Intermediate Low/Intermediate Mid (by end of program) (during and by end of program) Low If your program will enroll learners at different developmental and language proficiency levels, please fill out a separate template for each group. Curriculum designed by: Email: STARTALK-Endorsed Principles for Effective Teaching and Learning Implementing a standards -based and thematically organized curriculum Facilitating a learner-centered classroom Using target language and providing comprehensible input for instruction Integrating culture, content, and language in a world language classroom Adapting and using age-appropriate authentic materials Conducting performance-based assessment STAGE 1: What will learners be able to do with what they know by the end of the program? Program Overview and Theme In a paragraph, provide a brief overview of your program. What is the theme that will guide standards-based instruction and learning throughout the program? What will learners experience during the program? What do you hope learners will be able to do after the program ends? A group of friends signed up for an excursion to the Kashf Foundation in Lahore. The group found an exciting option that they will pursue with their parents’ permission. This excursion goes beyond the typical sightseeing expedition by taking them to Lahore, Karachi, and Islamabad. In Lahore they will visit the Kashf Foundation. Established in 1999, this was “the first specialized microfinance program in Pakistan… to specifically target women from low income communities, which has now transformed itself into the first wealth management company for women from low income households. The organization focuses on enhancing the role that women can play in improving the economic status of their families by building their entrepreneurship skills through access to business loans, improving their financial management skills by delivering financial education training, and reducing family level contingencies by providing micro- insurance services”.1 Students first spend a week traveling to Karachi to see to landmarks like the Quaid-e-Azam House/ Wazir Mansion, Shri Swaminaryan Mandir, and other historical sites, and Islamabad to visit the Gate of Pharwala Fort, the Mosque at Gulshan Dadan Khan, and Purana Qila. Next, they spend three days with a local family in Lahore where they can practice their language skills and gain an understanding of family life. They will also visit historical sites like Shahi Qila, Badshahi Mosque, Shalimar Gardens, the shrine of Data Darbar, as well as important places such as the inner city and the Lahore Museum. During their stay, they will write daily blog posts describing their adventures and include photos that document their journey. The International Rotary Club in Karachi wants them to give lunchtime speeches about their experiences. They should plan to bring artifacts and photos to supplement their presentations. Afterwards, they will interact with the members by answering questions and conversing about the trip. This presentation will be part of the final STARTALK program celebration for parents, friends, and community members. 1. Source: http://kashf.org/?page_id=16 Learning Targets Identify the learning targets for your program. First, choose the NCSSFL-ACTFL Global Can-Do Benchmarks that are appropriate to learners’ proficiency level(s) and your program goals. Then, select program specific NCSSFL-ACTFL Can-Do Statements that reflect the specific content of your program or create your own. Attention to and balance of the various modes will depend on your program goal(s). A master list of the NCSSFL-ACTFL Global Can-Do Benchmarks and Can-Do Statements is available at https://startalk.umd.edu/resources/NCSSFL_ACTFLCanDos.pdf . You will then be able to use LinguaFolio® Online to document the learning targets you've selected. PROGRAM CAN -DO STATEMENTS NCSSFL-ACTFL GLOBAL CAN-DO BENCHMARKS OR NCSSFL-ACTFL CAN-DO STATEMENTS Be sure to label the mode and proficiency level of each statement. Number the Can-Do statements here and then transfer to Stage 3. Interpersonal Speaking I can talk with friends and family about my likes and dislikes and Novice High: I can participate in conversations and exchange information on a number of familiar topics using simple my reasons for signing up for combination travel. sentences. I can handle short social interactions in everyday I can exchange personal information with my travel companions, situations by asking and answering simple questions. my leaders, and my host family. I can talk about my daily routine during the homestay and Intermediate Low: I can handle short social interactions in everyday situations by asking and answering a variety of compare that schedule with what I normally do at home and questions. what I am doing in the STARTALK program. I can talk about a few customs and traditions that I learned when interacting with native speakers of Urdu. I can talk about the tourist aspects of the trip, including places I visited and things I did. I can talk about things to do in a city and give and ask for directions for getting around in the cities of Pakistan. Presentational Speaking Novice High: I can present information on most familiar topics I can describe my summer plans for traveling and living with a using a series of simple sentences. family in Pakistan. Intermediate Low : I can make presentations on a wide variety I can describe the travel and homestay environment (including of familiar topics using connected sentences. where I stay, conditions, expectations, travel companions, and leaders). I can give a presentation about the famous places I visited and about an experience I had during the homestay. Presentational Writing Novice High : I can write briefly about most familiar topics and On a blog or in the comments section of a tourist website, I can present information using a series of simple sentences. write about a vacation I took in Pakistan. Intermediate Low: I can write on a wide variety of familiar topics I can write about customs and traditions I have learned. using connected sentences. I can write out a draft of a presentation that I plan to present orally, including notes for the speech I will make in Urdu to the International Rotary Club members. Interpretive Listening Intermediate Low: I can understand the main idea in short, I can understand simple questions about my vacation. simple messages and presentations on familiar topics. I can understand the main idea of simple conversations that I I can understand simple descriptions of the places I visited. overhear. I can understand simple directions to find my way around town. Interpretive Reading I can understand personal questions to complete a profile on an Intermediate Low: I can understand the main idea of short and application to live with a host family. simple texts when the topics are familiar. I can understand basic information on travel brochures and on websites in Urdu. I can understand postings in blogs on familiar topics. STAGE 2: How will learners demonstrate what they can do with what they know by the end of the program? Summative Performance Assessment Describe the major summative performance assessments you will use for each of the three communicative modes. These assessments will provide evidence that learners have achieved the program learning objectives. INTERPRETIVE TASK INTERPERSONAL TASK PRESENTATIONAL TASK Learners understand, interpret, and analyze what is Learners interact and negotiate meaning in spoken, or Learners present information, concepts, and ideas to heard, read, or viewed on a variety of topics. written conversations to share information, reactions, inform, explain, persuade, and narrate on a variety of feelings, and opinions. topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. After reading brochures or perusing On a daily basis, students post blog Students make a presentation to the websites that advertise summer travel messages about their experiences International Rotary Club in Pakistan. experiences in Pakistan, students during the travel and homestay They highlight places they visited and complete an organizational grid with portions of the trip. They respond to what they learned about the people, relevant information such as location, posts from parents and friends in an their customs, and their country. This dates and duration of the trip, ongoing conversation. In class, they presentation will be given to other experiences, benefits, requirements, compare experiences and discuss what speakers of Urdu and will also be part and costs. They share the information to include in the final presentation for of a travel “fair” held at the end of the with their parents in order to convince the Rotary Club in Pakistan. Students program. them to allow them to take part in this connect with friends on Skype to share summer experience. their travel experiences. STAGE 3: What will prepare learners to demonstrate what they can do with what they know? Learning Experiences In this section, list the major learning experiences and related evidence of learning from the beginning through the end of your unit/program. Complete the first column with the program Can-Dos developed or identified in Stage 1. In the second column, determine the specific linguistic, cultural, and other subject matter knowledge and skills that learners will acquire as they work with your program theme. In the third column, indicate the learning experiences that will allow learners to develop these skills and knowledge so that they can perform the summative tasks identified in Stage 2.